What Do Teachers See in an “Exemplary” Astronomy Video?

Abstract

This study explores the use of video presentation of exemplary astronomy teaching as a teacher professional development tool. A qualitative∕quantitative hybrid design was used to collect data on the video elements that 11 preservice and 11 experienced elementary teachers attended to as they observed such videos. Results suggest that teachers rarely recognize the exemplary practice presented to them as being “exemplary.” Furthermore, teaching experience significantly influences how a teacher interprets exemplary practice vignettes. There is some evidence to suggest that instructing teachers to seek out exemplary practice aids them in attending to the underlying functions of the methodology presented.